SCIENCE DETAILED LESSON PLAN-NTOT 2018

GRADE LEVEL QUARTER/DOMAIN WEEK/DAY DAY

8 FIRST/FE NO. 1 1

I. OBJECTIVES
A. Content Standards Heats and Temperature and effects of heat on the body
Constructs a model to demonstrate the high heat capacity of water
B. Performance
(e.g. balloons filled with water do not burn easily when placed over
Standards
the flame).
C. Learning 1. Differentiate between heat and temperature at the molecular level,
Competencies/ S8FE-Ig-29
Objectives
Write the LC code
for each
II. CONTENT HEAT AND TEMPERATURE
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 28-30
pages
2. Learner’s Materials 38-40
pages
3. Textbook pages
4. Additional Materials
from Learning http://www.explainthatstuff.com/heatinsulation.html
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Elicit and Engage
lesson or Students have studied kinetic energy in their kinematics unit.
presenting the new
lesson
B. Establishing a
purpose for the
lesson
Students are grouped in 5 groups with unique and creative names.

 The teacher swabs rubbing alcohol on the students’ back of

hand
C. Presenting
a. What do you observe about the alcohol?
examples/instances
b. Is the alcohol colder than the air? How can we test that?
of the new lesson
c. Why do you think that the alcohol feels cool? The
teacher continue the discussion comparing water and
alcohol.
 Explore
• Retain students’ previous grouping.
• Let the students perform Activity found in Activity Sheet entitled
“Measurement of Heat Transfer".
D. Discussing new • Each group will be given small materials with differing head
concepts and conduction rates are placed at each table.
practicing new a. Predict the temperature of each container. How do you
skills #1 think each will feel if you place your hand on them?
b. Students design an experiment and create a data table to
test their hypothesis,

Expected Output: Accomplished activity sheets

E. Discussing new
concepts and
practicing new
skills #2
Explain
• Discuss the data with the class. Through inquiry questions,
allow students differentiate between temperature and heat.
Questions can include
a. Why do you do some materials feel cooler? How could we
F. Developing test that hypothesis?
mastery (leads to b. How does your brain determine hot and cold?
Formative
Assessment 3)
The teacher will process the students’ reactions and outputs. Give
feedback to each group’s outputs. The teacher will give inputs on
important concepts missed by the students and include interaction
between teacher and students.

Elaborate
Activity 1

1. The students will perform an activity 1. “Explaining hotness

or coldness”
G. Finding practical
Pp 38-40 of the Learning Science * Module.
applications of
a. What actually transferred when you dipped your finger
concepts and skills
into the water? In what direction did it transfer?
in daily living
b. Was the water “hot” or “cold”? Explain.
c. How close is your estimated value to the measured
temperature of the water?
d. Which container feels “hottest”? Which container feels
coolest?
 e. In which containers(s) is heat transfer taking place? What
evidence best supports your answer? Within this
container, which absorbs heat? Which gives off heat?
f. In which container was there the greatest amount of heat
transferred? What is the basis of your answer?
g. How are the amount of heat transferred and the change
in temperature of the water related?
H. Making The learners summarize his/her understanding that particles of
generalizations and matter are moving at all times.
abstractions about The learners confirm their understanding through a video
the lesson presentation.
Evaluate
1. Students answer the following written prompt as an exit ticket
“When your mama tells you to close the refrigerator door and
not let all the “cold” out, what is not scientific about that
I. Evaluating learning demand? (warning do NOT tell her that)” Draw a diagram of
the thermal energy and the movement of heat energy before
and after you opened the refrigerator.

a. Journal entry:
What were the things I did that help me learn the lesson today?
J. Additional activities
What strategies did my group use in coming up with a good
for application or
output?
remediation
b. Writing a Letter to Friend explaining to them what is
happening in that day’s lesson
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
 Jerson P. Alo
RUTH F. PATALITA Region 10
Region 9
Writer/s:
Mary Ann M. Arangcon
Zaldy D. Alima Region 10
CARAGA

Christian R. Bincalo Gemma A. Bendebel

NCR 7

Team Members: Shirley G. Bael

Deo R. Adoptante
NCR
7
 ACTIVITY SHEET

Measurement of Heat Transfer

The first law of thermodynamics says that heat added into a system changes into an equal
amount of some other energy. It is based on the law that says energy cannot be created or
destroyed. It can only change forms. You can understand the law of thermodynamics if you
understand a car engine. Gasoline is burned. The energy in its bonds is released. That energy
causes the gases in the combustion chamber to explode. The explosion forces a piston to move.
The piston does work. The heat energy put into the engine equals the increase of temperature
inside the engine plus the work that the piston did.
This next activity is a simpler way to show the law of conservation of energy.

I . Objective: To observe and explain differences of heat and temperature

Materials:
Graduated cylinder
Spoon
Thermometer
Foam cup
Hot water
Cold water
Procedure:
1. You will measure the amount of heat lost by hot water and the amount of heat gained by cool
water.
2. You will mix different amounts of hot and cold water together to determine their final
temperature.
3. First write an objective and a hypothesis.
4. Next collect your materials: one 50 mL graduated cylinder, one foam cup, one thermometer,
and one spoon. Put 60 mL of hot water in your cup.
5. Measure the temperature and record in your data table.
6. Quickly add 60 mL of cold water.
7. Stir the water gently until the temperature remains steady and then record in your table.
8. Repeat the experiment with 30 mL of hot water and 60 mL of cold water.
Fill in the data table:
Volume Starting Final Temp. Temp.
Temperature Temp. Rise Drop
cool hot cool hot mixture cool hot
water water water water water water

Answer the following questions in your conclusion:

1. When you mixed equal volumes of hot and cold water, what happened to the temperature?
How did the temperature rise of the cool water and temperature drop of the hot water compare?
2. Was the result what you expected? What does this tell you about energy transfer in this
activity?
3. When you mixed only 30 mL of hot water with 60 mL of cool water, how did the temperature
rise of the cool water and the temperature drop of the hot water compare? How would you explain
your results?